Student Learninghttp://hdl.handle.net/2142/773
This collection examines student learning both in and beyond the classroom.Sun, 02 Aug 2015 22:27:12 GMT2015-08-02T22:27:12ZStudent Learninghttps://www.ideals.illinois.edu:443/bitstream/id/3579/eui_logo_best2croppedmid.jpghttp://hdl.handle.net/2142/773
Sexist [Muslim] Societieshttp://hdl.handle.net/2142/34847
Sexist [Muslim] Societies
I researched the reluctance of many Muslim parents to send their daughters to colleges away from home. I interviewed female students who live at home along with female students who live on campus during their college experience at U of I. I asked students why their parents have chosen to send them to UIUC and what concerns their parents had before allowing them to live away from home for college. I also interviewed students who live at home as to why many parents chose not to allow their daughters to live away from home for college and what concerns their parents have regarding the situation. From this research, I learned the different limitations some families put on their daughters. Every family has experienced the need to set boundaries and limitations in order to raise children with discipline and integrity while simultaneously allowing the freedom necessary for maturation and self-reliance. I expanded my research as to why, in various cultures, these efforts are manifested in different ways.
Muslims; Gender; Education; Double Standards
Sun, 01 Jan 2012 00:00:00 GMThttp://hdl.handle.net/2142/348472012-01-01T00:00:00ZThe Motivations and Passions of Asian American Studies Minorshttp://hdl.handle.net/2142/34843
The Motivations and Passions of Asian American Studies Minors
My research project looked at the motivations and reasons behind students becoming Asian American studies minors, with an attempt to focus on reasons of ethnic formation and self-identity issues. Other aspects of this research included finding out what interested Asian American studies minors the most, and what issues they felt more passionate about. Information was gathered through a observation of an Asian American studies class and interviews with two Asian American studies minors and the Asian American studies student adviser. Through my research I found that while there were certainly strong feelings about identity development, there were other major motivations of social justice and creating cross cultural connections.
Asian American studies; minor fields
Sun, 01 Jan 2012 00:00:00 GMThttp://hdl.handle.net/2142/348432012-01-01T00:00:00ZTeaching and Learning in the Community Gamelan at UIUChttp://hdl.handle.net/2142/34702
Teaching and Learning in the Community Gamelan at UIUC
This research looks at how the University of Illinois at Urbana-Champaign provides different kinds of learning spaces for the students of the University, as well as the wider community. Using the Community Gamelan as a case study, this project looks at the teaching and learning processes used by the members of the group. As a project of the Robert E. Brown Center for World Music, the Community Gamelan is intended to provide members of the UIUC and Urbana-Champaign community the chance to experience performing in a Balinese Gamelan orchestra, under the tutelage of a Balinese Gamelan master. Using ethnographic methods (participant-observation, interviews, questionnaire), this study examines the strategies that the members use to learn the pieces for the performance at the end of the semester, and the “negotiations” that the teacher does to accommodate the learning environment at UIUC, while trying to expose its members to a "different" musical tradition. The findings of this study are intended to answer the basic question "Does the Community Gamelan provide a different kind of learning space for students of UIUC, that is, different from the formal, classroom environment? And if so, how?
world music; music education; learning strategies; teaching strategies
Mon, 01 Aug 2011 00:00:00 GMThttp://hdl.handle.net/2142/347022011-08-01T00:00:00ZFinding Identity and Transitioning in an Undecided Majorhttp://hdl.handle.net/2142/34700
Finding Identity and Transitioning in an Undecided Major
Identity; Transitions; Division of General Studies; Undecided; Indecision
Mon, 01 Aug 2011 00:00:00 GMThttp://hdl.handle.net/2142/347002011-08-01T00:00:00ZGrowing Up: Undergraduates on the Road to Adulthoodhttp://hdl.handle.net/2142/34698
Growing Up: Undergraduates on the Road to Adulthood
My research dealt with the goals set up by undergraduate students at UIUC, and how they were planning their lives according to those goals. The goals were categorized as goals within their majors, within their relationships, and within their careers. My proposed research is to look at how the goals that undergraduates set for themselves reflect the desire within the students to be recognized as adults as they progress through this transitory period in their lives.
Undergraduates; Adults; Life Goals; Plan
Mon, 01 Aug 2011 00:00:00 GMThttp://hdl.handle.net/2142/346982011-08-01T00:00:00ZFrom College to Career: Differences between the Processes of Engineering and Dancehttp://hdl.handle.net/2142/33753
From College to Career: Differences between the Processes of Engineering and Dance
For our research, we were interested in the differences and similarities between the transition process from college to career among different majors. We decided to focus our ethnographic research on campus on the two majors of dance and engineering. Throughout this research we found that every different major has their own set of steps to go through. Our research was supported by our interviews with advisors and students in the university.
Major-to-Career; College; Transition; Dance; Engineering
Sun, 01 Jan 2012 00:00:00 GMThttp://hdl.handle.net/2142/337532012-01-01T00:00:00ZFrom Studies to Services: Learning Disabilities and Their Involvement at the University of Illinoishttp://hdl.handle.net/2142/32114
From Studies to Services: Learning Disabilities and Their Involvement at the University of Illinois
The University of Illinois Champaign-Urbana has a history of helping students with physical disabilities, but this paper focuses on the lack of accommodations for those with non-visible disabilities, more specifically those with learning disabilities. This paper really explores the abrupt change from a campus that studies people with learning disabilities to a campus that services people with learning disabilities. The campus began with researching young children with learning disabilities, and this paper discusses the work of Dr. Sidney Bijou along with his contemporaries. It then discusses national laws and other motivations that caused the University of Illinois to finally accommodate its own students with learning disabilities.
learning disabilities; University of Illinois; academic accommodations
Sun, 01 Jan 2012 00:00:00 GMThttp://hdl.handle.net/2142/321142012-01-01T00:00:00ZCoffee Consumption and GPAhttp://hdl.handle.net/2142/32100
Coffee Consumption and GPA
Our study focused on the relationship of coffee consumption with GPA. We specifically focused on three subcategories as well, including year in school, level of consumption, and gender. We hypothesized that overall, coffee consumers would have a higher GPA than non-consumers for various reasons. Also, we believed that our research would show that coffee consumption would go up as year in school increased, that GPA would have an inverse-U relationship with level of consumption (positive at first then negative as level significantly increases), and finally that Males would have a higher level of consumption as well as higher overall GPAs.
To find this out, we conducted four interviews of students on the University of Illinois at Urbana-Champaign campus concerning their coffee consumption. In addition to this, we conducted an online survey of over 80 individuals gaining information about their demographics, coffee consumption, reasons why they drink, and their view of how coffee has helped or hindered their academics. Using these two sources of information, we then drew conclusions from the interviews about coffee's relationship with GPA and then went to the survey results to see if these findings were supported.
After doing this, we found that coffee consumption does not have a significant impact upon an individual's GPA. The average difference of GPA for consumers vs. non-consumers was too small to draw any conclusions on even though consumers GPA was higher (by .1). Also, we found that although many people believe that coffee consumption may increase by year in school, our data showed that it actually decreased, with Seniors having the lowest level (40%). Additionally, we found that level of consumption does matter, with the smaller amounts of coffee consumption yielding higher GPA values than the larger amounts of consumption. Finally, we found that contrary to our believe, Females had a higher percentage of coffee drinkers, drank more coffee on average, and had much higher GPAs than their male counterparts.
coffee; caffeine; GPA; study habits
Sat, 01 Jan 2011 00:00:00 GMThttp://hdl.handle.net/2142/321002011-01-01T00:00:00ZExpanding the Way Students Learn by Incorporating Videos in the Classroomhttp://hdl.handle.net/2142/31226
Expanding the Way Students Learn by Incorporating Videos in the Classroom
YouTube is a site that many college students visit to learn how to do an activity. These videos have certain qualities that make them such a good learning tool. Some of these qualities are user control, accessibility, and matching the user’s ability level. These instructional videos are made possible by the improvement of technology. Since one way students are successfully gaining knowledge outside of the classroom is through these instructional videos, it seems important to think about how these videos can be incorporated into traditional learning environments like the classroom.
college students; learning; videos; YouTube; classroom
Thu, 01 Dec 2011 00:00:00 GMThttp://hdl.handle.net/2142/312262011-12-01T00:00:00ZFlickr and Social Networking Sites in the Classroomhttp://hdl.handle.net/2142/29969
Flickr and Social Networking Sites in the Classroom
The first question I had was “How has Flickr changed the world of photography?” Since this was such a general topic I wanted to change it to benefit students here at the University of Illinois. I then revised this question into my initial question, which is “How has Flickr changed the world of photography and benefited or harmed students work?” Through this question and my research I decided that social networking sites would benefit college students in the classroom. My research included interviewing three different students at the University of Illinois. Each had a different major and only was one in a major that involved photography. Through these interviews it was clear that there was a bigger issue, which lead to my next question. This question was “Are social media websites beneficial or harmful for college students?” The research lead me to believe that social networking sites indeed are beneficial due to the collaborative learning that comes from it. These websites also allow for students and teachers to interact outside of the classroom.
social networking sites, Flickr, collaborative learning, college classroom
Thu, 01 Dec 2011 00:00:00 GMThttp://hdl.handle.net/2142/299692011-12-01T00:00:00Z